17 research outputs found
Frequency and types of errors in six-year-olds on the task of sentence repetition
Zadatak ponavljanja reÄenica veÄ je davno prepoznat kao zadatak s visokom osjetljivoÅ”Äu i specifiÄnoÅ”Äu za otkrivanje posebnih jeziÄnih teÅ”koÄa (PJT-a), te s moguÄnoÅ”Äu prepoznavanja djece Äije su jeziÄne sposobnosti unutar granica urednosti. Ovaj se zadatak smatra dobrim kliniÄkim pokazateljem PJT-a. Sve do danas u literaturi nije doÅ”lo do suglasja meÄu autorima oko toga Å”to je u podlozi procesa ponavljanja reÄenica, toÄnije koji su mehanizmi obrade ukljuÄeni u ponavljanje. Autori koji se bave ponavljanjem reÄenica najÄeÅ”Äe navode da je zadatak ponavljanja reÄenica mjera jeziÄne sposobnosti, drugi smatraju da je dio radnog pamÄenja, treÄi tvrde da je viÅ”eznaÄno, toÄnije da ukljuÄuje veÄi broj komponenata, kao npr. gramatiÄko i rjeÄniÄko znanje, reprezentacije u dugoroÄnom pamÄenju te zadrÅ£avanje informacija u kratkoroÄnom pamÄenju. Ovaj diplomski rad usmjeren je na uÄestalost i vrste pogreÅ”aka koje se javljaju kod Å”estogodiÅ”njaka na zadatku ponavljanja reÄenica. Za potrebe ovoga rada upotrijebljen je zadatak ponavljanja reÄenica preuzet iz standardizacijske verzije Testa za procjenu predvjeÅ”tina Äitanja i pisanja; PredÄiP (KuvaÄ KraljeviÄ i LenÄek, 2012). Na temelju stratificiranog uzorka nasumiÄno je odabran 61 ispitanik te su analizirani njihovi odgovori samo na zadatku Ponavljanja reÄenica. Zadatak se sastojao do 10 reÄenica koje se meÄusobno razlikuju s obzirom na duljinu i sloÅ£enost. Uzorak ispitanika Äinila je jedna skupina koja se sastojala od 61 Å”estogodiÅ”njaka (N=61, 43 djevojÄice i 18 djeÄaka). Odgovori djece, toÄnije njihove reÄenice analizirane su u programu Microsoft Excel 2010 gdje se biljeÅ£ilo do kojih je pogreÅ”aka doÅ”lo tijekom ponavljanja. Nakon unosa odgovora, podaci su dalje preneseni u program za statistiÄku obradu podataka IMB SPSS 23 kako bi se ispitala statistiÄka znaÄajnost varijabli. Rezultati su pokazali da djeca ÄeÅ”Äe toÄno ponavljaju reÄenice, nego Å”to grijeÅ”e Å”to se i oÄekuje s obzirom da se radi o djeci urednog jeziÄnog razvoja. S obzirom na vrste pogreÅ”aka koje su se pojavile, zabiljeÅ£eno je ispuÅ”tanje rijeÄi, zamjena rijeÄi, dodavanje rijeÄi i promjena redoslijeda rijeÄi u reÄenici. NajÄeÅ”Äa vrsta pogreÅ”ke bilo je ispuÅ”tanje rijeÄi, ali valja napomenuti da je broj ispuÅ”tanja rijeÄi i broj zamjena rijeÄi bio veoma blizak (ne postoji statistiÄki znaÄajna razlika). BiljeÅ£ilo se i do kojih su promjena u reÄenici dovele navedene pogreÅ”ke. GrijeÅ”enje je rezultiralo i semantiÄkom i sintaktiÄkom promjenom reÄenice, u podjednakom opsegu. PogreÅ”ke su se najÄeÅ”Äe javljale na duljim i sloÅ£enijim reÄenicama.Frequency and types of errors in six-year-olds on the task of sentence repetition The task of sentence repetition is long ago recognized as a task of high sensitivity and specificity for detection of specific language impairment (SLI), and with possibility of recognition childen whose language abilities are typical. This task is considered as good clinical marker of SLI. Until today there are no compliance between authors about what is base of process of sentence repetition, rather which mechanisms of processing are included in repetition. Authors who are engaged in sentence repetition most often cite that task of sentence repetition is a measure of language ability, others consider that it is part of working memory, third claim that it is ambiguous, rather that include larger number of components, eg. grammatical and lexical knowledge, representations in long-term memory and keeping informations in short-term memory. This work is directed on frequency and types of errors which appear in six-year-olds on the task of sentence repetition. For the needs of this work, PredÄiP test (KuvaÄ KraljeviÄ and LenÄek, 2012) was used. On the base of stratified sample 61 examinees are randomly selected and their answers are analized only on the task of sentence repetition. The task is consisted of 10 sentences which differ considering length and complexity. The sample was one group which consist of 61 six-year-old (N=61, 43 girls and 18 boys). Children's answers, rather their sentences were written in program Microsoft Excel 2010 where was noted which errors appear during repeating. Ater entering the answers, data was further transmit in the program of statistical analysis IMB SPSS version 23 so could statistical relevance of variablese be examined. The results demonstrate that children more often repeat sentences accurately than they repeat it wrong. This is expected because those are children with tipical language development. Considering the type of errors which appear, dropping the word, word replacement, word adding and change of word order in sentence was noted. The most common error was dropping the word, but it is necessarily to note that a number of dropping the word and a number of word replacement was very close (there was no statistical relevance). It was also noted to which changes in sentences those errors led. Those mistakes resulted with semantic and sintactic changes of sentences, in similar extent. Erros appear most often in longer and complex sentences
Memory and Punishment
This article is the first scholarly exploration of the implications of neurobiological memory modification for criminal law. Its point of entry is the fertile context of criminal punishment, in which memory plays a crucial role. Specifically, this article will argue that there is a deep relationship between memory and the foundational principles justifying how punishment should be distributed, including retributive justice, deterrence, incapacitation, rehabilitation, moral education, and restorative justice. For all such theoretical justifications, the questions of who and how much to punish are inextricably intertwined with how a crime is remembered - by the offender, by the sentencing authority, and by the broader community. Because this is so, new neurobiological techniques to modify memory - including interventions to erase some or all memory, to dampen the emotional/affective content of memory, and to enhance the duration and intensity of memory - pose, in principle, special challenges for the just and effective distribution of punishment. This article identifies and analyzes the substance and contours of these challenges. It is meant to prepare the necessary groundwork for future scholarship on how the law, as enacted, enforced, and interpreted, should respond (if at all) to such concerns. Jurisprudence, Food and Drug law, Punishment theory, Criminal justice law, criminal procedure, Death penalty, Neuroscience, The brai
Memory and Punishment
This article is the first scholarly exploration of the implications of neurobiological memory modification for criminal law. Its point of entry is the fertile context of criminal punishment, in which memory plays a crucial role. Specifically, this article will argue that there is a deep relationship between memory and the foundational principles justifying how punishment should be distributed, including retributive justice, deterrence, incapacitation, rehabilitation, moral education, and restorative justice. For all such theoretical justifications, the questions of who and how much to punish are inextricably intertwined with how a crime is remembered - by the offender, by the sentencing authority, and by the broader community. Because this is so, new neurobiological techniques to modify memory - including interventions to erase some or all memory, to dampen the emotional/affective content of memory, and to enhance the duration and intensity of memory - pose, in principle, special challenges for the just and effective distribution of punishment. This article identifies and analyzes the substance and contours of these challenges. It is meant to prepare the necessary groundwork for future scholarship on how the law, as enacted, enforced, and interpreted, should respond (if at all) to such concerns. Jurisprudence, Food and Drug law, Punishment theory, Criminal justice law, criminal procedure, Death penalty, Neuroscience, The brai
Memory and Punishment
Developments in cognitive neuroscience-the science of how the brain enables the mind--continue to prompt profound scholarly debate and reflection on the practice and theory of criminal law. Advances in the field have raised vexing questions relating to lie detection, interrogation methods, the Fifth Amendment right against compelled self-incrimination, competency to stand trial, defenses to guilt (such as diminished capacity and insanity), sentencing, and the relationship between moral responsibility and punishment. Similarly, for the past decade, philosophers, scientists, clinicians, and legal scholars have been engaged in a major debate about the cognitive neuroscience of memory and new capacities to modify it by neurobiological means. The primary focus of such debate has been on the ethical dimensions of memory modification
Speech pathology assessment of language and cognitive-communication following traumatic brain injury and developmental language impairment: a survey of international clinical practices
Cognitive communication disorders subsequent to a traumatic brain injury (TBI) or a developmental language impairment (DLI) are two cognitively and linguistically different disorders. Speech Language Pathologists (SLPs) play a pivotal role in maximising the long-term educational, vocational, psychosocial, and social outcomes for the individual with such a disorder. Despite this acknowledgement, little is documented from an international perspective about the current assessment practices of SLPs in TBI or DLI. Assessment practices of SLPs in language and cognitive communication were compared across three clinical groups: adult TBI, paediatric TBI and DLI. Online survey methodology was utilised to investigate the SLPsā use of communication assessments as well as their perceptions of the utility of communication assessments in clinical practice. Specific information was obtained from SLPs working in paediatric TBI and DLI about the use of one specific standardised developmental language assessment: the Clinical Evaluations of Language Fundamentals Fourth Edition (CELF 4). Results highlighted that SLPs working in adult TBI placed more focus on functional communication and tools for cognitive communication disorders whilst also using aphasia assessments incorporating word and sentence-level tasks. SLPs working in both paediatric TBI and DLI focused on receptive and expressive language. They also used the same tool e.g. the CELF 4, which specifically uses subtests measuring core, receptive and expressive language. There was little difference between SLPs working in either TBI or DLI populations in how the tests were used. Although discourse was not routinely assessed by any of the SLPs, when it was conducted, it was done informally via a conversation with the client and no data collection. The findings from the study highlight the need for standardised clinical guidelines in the assessment of language and cognitive communication disorders. Education about cognitive and linguistic difficulties specific to TBI is highlighted for SLPs with less clinical experience in this area. Additionally, assessment tools that target skills beyond traditional word and sentence-levels tasks are required in order to inform the SLP about the strengths and weaknesses of an individualās communication skills
Reframing the Subject: Abjection in Twentieth-Century American Literature
In response to major societal change in the early years of the twentieth century, modern psychology suggested new ways of thinking about selfhood. Oneās relationship with oneself, oneās subjectivity, came to be viewed as being processed through a matrix of factors that the self is subject to. The notion of the Cartesian āselfā was thus seriously questioned. Is there an essential self? To what extent is self conditioned by environment? Can we know ourselves? If not, is the self worth talking about
The effects of task complexity manipulated by intentional reasoning demands on second language learnersā speech performance: interaction with language proficiency and working memory
A paramount discussion on the cognitive approaches to Task-Based Language Teaching (TBLT) is the issue of predicting the systematic effects of cognitive task complexity (TC) on second language (L2) performance and the factors that interact with the effects of TC (Baralt, 2013; Kormos & Trebits, 2012; RĆ©vĆ©sz, Michel, & Gilabert, 2016; Robinson, 2007; Skehan & Foster, 1999; Tavakoli, 2014). Two competing models of TC, i.e. the Cognition Hypothesis (Robinson, 2001) and the Limited Attentional Capacity (Skehan, 1998) have informed this research agenda. However, there is still a need to more carefully define and systematically operationalise intentional reasoning (IR) as a TC variable within task-based research. More importantly, more research is needed to investigate the interaction between the effects of TC and L2 learnersā individual differences. This thesis draws on the findings of two inter-related studies. Study One aimed to investigate whether increasing TC through IR demands would be associated with an increase in syntactic
complexity, lexical complexity, and accuracy, and a decrease in fluency of L2 learnersā oral performance. This study further investigated whether the +IR task would be perceived as more difficult. IR was operationalised on two levels i.e., task instructions and task content. A mixedmethods within-participants study design was conducted with 20 Jordanian secondary school
students who performed two video-based oral narrative tasks with varying degrees of IR and completed a retrospective questionnaire on their perceptions of task difficulty (TD). The design was counter-balanced to avoid any practice or order effects. Following the analysis of the participantsā oral performance which was operationalised through a number of CALF measures, the findings of Study One revealed a systematic positive impact of IR on syntactic complexity and accuracy, and a negative impact on lexical complexity. However, fluency was not significantly affected by the IR demands. The participants perceived the +IR task as more difficult than the -IR task. They further attributed the difficulty to the IR demands which were required by task instructions and to the unfamiliarity and unpredictability of the content of the +IR video clip. These mixed results acknowledged the need to consider a
possible interaction between the learnersā individual differences and the effects of IR demands on L2 speech production. Study Two was then designed to examine: 1) the effects of manipulating TC by IR in oral narratives on learnersā L2 speech performance and perceptions of TD; 2) whether learnersā individual differences in language proficiency (LP) and working memory (WM) mediate the
effects of IR; and 3) to what extent LP and WM can predict performance on tasks of different degrees of TC. Employing a mixed-methods approach, the study had a 2 x 2 within-between-participants factorial design. The participants were 48 learners of English at a secondary school in Jordan. They performed the same two video-based oral narratives of Study One and completed a retrospective questionnaire to rate their perceptions of TD. A counter-balanced design was used to control for any impact of order or practice. Oxford Placement Test (Alan,
2004) and a set of elicited imitation tasks (Wu & Ortega, 2013) were used to measure the participantsā LP, and backward-digit span tasks in L1 and L2 (Kormos & Trebits, 2011; Wright, 2010) were used to test their WM. The participantsā oral performance was analysed in terms of a number of CALF measures. The quantitative and qualitative data obtained from the questionnaire were carefully analysed. The results confirmed that IR demands resulted in significantly producing more syntactic complexity, accuracy, speed fluency, and filled pausing, whereas lexical complexity decreased in the +IR task. However, no effects were evident on silent pausing or repair fluency. The participants perceived the +IR task as more difficult than the -IR task. The same themes which were mentioned in Study One emerged as the main factors that contributed to the perceptions of TD, i.e. task-induced and task-inherent cognitive demands as triggered by task instructions and content. Even though main effects were detected for LP and WM on some aspects of L2 performance,
no interaction effects were significantly observed between TC and LP or WM. The findings further designated LP as a reliable predictor of speech performance with respect to lexical complexity, accuracy, speed fluency, and pausing fluency. However, WM did not statistically
explain variations in any aspect of L2 oral performance but correlated significantly with accuracy and lexical complexity. These results imply that considering cognitive task complexity in isolation may provide a too simplistic picture of what is happening during task
performance. Furthermore, the study highlights the importance of considering the interrelation between the cognitive demands of a task and its linguistic requirements to explain intentionality when making decisions on what analytic measures of CALF to employ. The findings have also substantial implications for L2 pedagogy and research
A critical study of the writing of Mary Ellen Chase
Thesis (Ph.D.)āBoston UniversityMary Ellen Chase, a contemporary author of many parts, has followed
the double career, not uncommon in twentieth-century Anerica, of writing
and of teaching college English, contributing the vigor of her New England
heritage in a complementary fashion to both professions. She has
written short stories, and novels, biographies and autobiographies,
volumes of essays and Biblical commentary, textbooks and a miscellany
of introductions, reviews, articles, and pamphlets. Although she retired
from the Smith College faculty in 1955, she continues to write
books and many lesser pieces. Since the body of her published work
is now a substantial one, it has seemed a good time to survey her
general accomplishnent to date, in the individual use of many ideas
and traditions, both historical and literary.
The name of Mary Ellen Chase has appeared in footnotes, appendices,
and lists. She has sometimes been mentioned or even briefly discussed
as a New England regionalist. Almost all of her books have been reviewed,
some of them often and quite generously, but there has been
no general survey or study of the whole body of her writing.
Thus there has been very little established opinion to guide this
study. The problem has been to bring together such ideas about Miss
Chase's writing as have been separately expressed, mainly in reviews,
and to find in her writing its motivating themes, recurrent interests,
and developing characteristics of style. A complete bibliography of
her books and contributions to major periodicals has been attempted.
Miss Chase's New England heritage has been the pivot on which
many of her interests have turned. Unfailingly her concern for her
own traditions and others as well has been motivated by her delight
in them and by the search for any understanding which can contribute
to a "good life" in the present. She makes it clear that the past,
even at its high points, should inform the present, but never afford
a mere retreat from it. The New England past forms a large part of
her New England consciousness, which includes a strong sense of place
and of the things and people to be found in the rural and coastal
areas of Maine. Her contributions serve mainly to brighten old knowledge
into new. Often the sense of place in her writing outweighs
the impact of the past. Some of her best style describes the relationships
between her characters and their natural environment.
Sonetimes she shows the symbolic power of one single object from the
natural environment.
In her interest in England and in the Bible, Miss Chase is focusing
on secondary aspects of the cultural heritage of New England. In
her studies of the Bible, past and place are again important, as is the
love of language, which has permeated all her writing with increasing
effectiveness. Characteristic of Miss Chase's books about the Bible
is her infectious enthusiasm for the ancient Hebrew people and for
their literature.
The impact of literary traditions on rer work has occasionally
been noted, and sone close examination has been made of her imagery,
the aspect of her style most generally useful to her. Its use has
often allowed her to make distinct the multiple pasts producing together
the total sense of the past which she never wishes to separate
from the present
The art of getting lost: reeling through Benjamin
This project asks why Walter Benjamin regarded film as a revolutionary technology.
Through Picture House and Hansel & Gretel, two `digital objects' I have composed, and
my text, the art of getting lost, I trace the obscure connections among memory, mimesis,
embodied experience, communication, translation, forgotten futures, allegory, and the
(neo)baroque, which Benjamin weaves together in his theory of film. In film's mimetic
nature Benjamin saw a means to (re)educate our abilities to make connections, to stray
from our usual ways of perceiving and to enter into an astonishment that can lead to new
awareness. I argue that in his concept of innervation -an exchange between screen and
skin- Benjamin sees film as producing a semblance of an oral society, one which
privileges memory and embodied communication. Film, I posit, is a site which Benjamin
understood as permitting a recuperation of the sensual; for him it is a time and place
which sutured experience and representation, body and memory. Further, I argue that the
aura Benjamin claimed was stripped away in technological reproduction is in film
actually reproduced as an `afterlife' which is able to touch us in ways that are more than
metaphorical. My own practice picks up on Benjamin's notion that within film there lies
buried what paradoxically he called forgotten futures. My pieces play along one of these
possible tangents, engaging in a baroque cinema of attractions which celebrates artifice
and openendedness. Benjamin, I am arguing, saw the technology of film as performing a
remembrance service, reminding us of the cost of uncritically accepting representations
and misusing technologies. His theories prove as relevant to today, if not more so, as to
the time he wrote them